Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville, FL 32610, USA.
Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville, FL 32610, USA.
J Exp Child Psychol. 2019 Jul;183:276-294. doi: 10.1016/j.jecp.2019.03.003. Epub 2019 Mar 29.
When listeners recall order of presentation for sequences of unrelated words, recall is most accurate for first and final items. When a speech suffix is appended to the list, however, the advantage for final items is diminished. The usual interpretation is that listeners recover phonological structure from speech signals and use that structure to store items in a working memory buffer; the process of recovering phonological structure for a suffix interrupts that processing for the final list item. Although not mutually exclusive, another hypothesis suggests that perceptual grouping of list items and suffix based on common acoustic structure is necessary for the effect to occur. To evaluate these accounts as well as potential age-related differences, adults and 8-year-old children were asked to recall order of presentation for a closed set of nouns in five suffix conditions: none, auditory go, lipread go, a tone, and a colored circle. Overt articulation was prohibited, but attention to the suffix was mandated. Children's serial recall was generally poorer than that of adults, but patterns across list positions were similar for both age groups. Participants showed stronger effects for speech suffixes than for nonspeech suffixes regardless of whether suffixes were seen or heard, but effects were not restricted to final list items. And although effects of heard and lipread suffixes were similar for early list items, heard speech exerted greater effects on late list items. Outcomes suggest that some effect of heard and lipread speech suffixes arises from their shared phonological structure, but this effect is strongest when perceptual grouping occurs.
当听众回忆起一系列不相关单词的呈现顺序时，对于首项和末项的回忆最为准确。然而，当在列表末尾添加后缀时，末项的优势就会减弱。通常的解释是，听众从语音信号中恢复语音结构，并使用该结构将项目存储在工作记忆缓冲区中；为后缀恢复语音结构的过程会中断对最后一个列表项的处理。虽然这两种解释并不相互排斥，但另一种假设认为，基于共同声学结构对列表项和后缀进行感知分组是产生这种效果的必要条件。为了评估这些解释以及潜在的与年龄相关的差异，要求成年人和 8 岁儿童在五种后缀条件下回忆一系列名词的呈现顺序：无后缀、听觉 go、唇读 go、音高和彩色圆圈。禁止明显发音，但必须注意后缀。儿童的序列回忆通常不如成年人好，但两个年龄组的列表位置模式相似。无论后缀是看到的还是听到的，参与者对语音后缀的效果都强于非语音后缀，但效果不限于最后一个列表项。虽然听到的和唇读的后缀对早期列表项的影响相似，但听到的语音对后期列表项的影响更大。结果表明，一些听到和唇读的语音后缀的效果来自于它们共同的语音结构，但当出现感知分组时，这种效果最强。
